Phonics & Spelling
Reading is a vital skill in today’s society. It is how we discover new things, improve our imagination and enables us to educate ourselves. With this in mind, we are always aiming to improve reading ability, to enhance independence and self-esteem. Once pupils can read, we aim to promote an enjoyment of reading. Books, magazines and the internet are great learning tools, which all require the ability to read and understand what is read. Reading has been proven to increase life chances and increase pupils’ understanding of their own identity, improve empathy and give pupils a better understanding of their own world, as well as an insight into the world through others’ eyes.
EYFS & Key Stage One
All pupils in reception and year one are taught to read using the Read Write Inc. scheme. Read Write Inc.is a programme developed by Ruth Miskin, and is taught in over 5000 schools in the United Kingdom. The programme systematically teaches all of the common sounds in the English language, helping pupils to recognise the sounds and then to ‘sound-blend’ them into words for reading. Children become fluent readers and confident speakers as a result of this method of teaching.
Reception and year one pupils receive 30 minutes of RWI each day. Children in year one are required to take a statutory check to assess their phonic ability.
In year two, when pupils are ready, they move towards more formal reading teaching, covering comprehension, inference and deduction, speed reading a retrieval, with more complex and advanced texts. Year two pupils who are not ready for this continue to receive the RWI programme.
Key Stage Two
In years 3, 4, 5 and 6, pupils are taught reading 4 x 30 minute sessions per week. This reading teaching predominantly follows the ‘Reciprocal Reading’ approach. Reciprocal Teaching is a contemporary application of Vygotsky’s theories; it is used to improve students’ ability to learn from text. In this method, teacher and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying, and predicting. Pupils assume these roles in groups when reading or listening to a text (dependent upon ability they will either read the text or be read to), and use their knowledge of the process to hold mature and in depth discussions about age related texts. All pupils in key stage two are in these sessions, regardless of their reading age/ ability.
Children in year six are required to sit a statutory reading test in May.
Additional Reading Experiences
- In reception and year one pupils enjoy songs and rhymes that promote speaking, listening and reading.
- All pupils are read to during ‘class novel’ or ‘class story’ time as frequently as possible but minimum weekly.
- English lessons are based around a story, text or author wherever appropriate.
- In key stage two, all English learning journeys contain a model text.
- Curriculum lessons are inspired by different sources of research, which promotes discussion around reading.
Home Reading Opportunities
- Reception and year one pupils take home a book matched to their ability.
- Years 2,3,4,5 and 6 are given the opportunity to visit their phase library to select a book for pleasure, weekly/ fortnightly.
- Oxford Owls is an online reading scheme that we offer to all of our pupils. It can be accessed from any device, assigns pupils books matched to their reading age/ stage and also offers pupils quizzes to check their understanding and promote comprehension.
Catch Up/ Targeted Reading
At Easington Colliery Primary School, we believe in including all pupils in as many age related experiences as possible, with their peers, regardless of their working ability. If pupils still struggle to read fluently and accurately in key stage two, they will work with their class and receive the reading teaching suitable for that age group, with reasonable adjustments made to ensure they can access these tasks. In addition to this, they will attend ‘Target Time’ weekly. During ‘Target Time’ an adult will hear them age an ability matched book, record this in a home/ school diary, and target the specific gaps in their learning. Our English leads attended training on how to make progress with less able or less confident readers and this was disseminated to the ‘Target Time’ adults.